English

Department vision

As a department we aim to encourage the development of sensitive, articulate and thoughtful individuals who can use language effectively and appropriately in as wide a range of situations as possible in preparation for the skills they will need later in life. We reinforce specific values objectives which are linked with whole school aims.  Our aim to enable students to develop into sensitive, critical and efficient readers who form the habit of reading for pleasure, interest and information;  In discussion, we foster in all discussion with students as well as in their written work, attitudes and arguments that are rational, without prejudice and evidential.

Year 7

 

Topic 

Learning Outcomes 

Term 1   

Novel – Ruby in the Smoke/ Coraline/ others 

Information retrieval and decoding, inference around characters. Introduction to ‘PQE’, exploration of fantasy/adventure/other settings/ creative and imaginative writing. Glossary/vocabulary building.  

Term 2   

  1. Childhood Poetry 

  1. ‘One Christmas Eve’ by Langston Hughes 

  1. Identifying and writing about evidence. Imagery and literary devices knowledge building. Writer’s messages. Exploring ‘nostalgia’. Comparative skills 

  1. Exploration of culture and identity. Traditions and their place in society. Reading from others’ perspectives. Learning from marginalised characters and voices. 

Term 3   

Gothic Literature (Dracula, ‘The Red Room’, ‘The Tell Tale Heart’) 

Conventions of the Gothic genre. Contextual influences. Character tropes and how today’s stories are heavily influenced by the Gothic. Creating tension and mood. Comparison of writers’ methods.  

Term 4   

A Midsummer Night’s Dream (Shakespeare) 

Decoding older texts/language. Exploring dramatic techniques and structure. Contextualisation of attitudes towards love and gender. Structures of Shakespearean writing in general.  

Term 5   

  1. Wilfred Owen poetry  

  1. Poetry from other conflicts 

Building cross-curricular links (Hist/Politics/English/Classics). Understanding context and conflict. Imagery and literary technique enhancement. For b) exploring other cultures and different perspectives.  

Term 6   

End of Year exams 

Myths and Legends 

Exams & exam reflection 

To build understanding of our classical literary heritage. Storytelling and oracy skills. Greek tragedy structure and concepts such as ‘hubris’ and ‘hamartia’ and how they apply to stories of the past as well as now. 

Year 8

 

Topic 

Learning Outcomes 

Term 1   

The Curious Incident of the Dog in the Night-time by Mark Haddon 

Information retrieval and decoding. Inference around characters. Building on creative writing skills from novel-inspired prompts. Considering disability and marginalised voices. Identities and relationship exploration. 

Term 2   

A Christmas Carol – Charles Dickens 

Descriptive writing. Understanding literary heritage and Dickensian England. Cyclical narratives. Structure of a novella and Victorian stylistics. How authors present key characters and use them to promote wider messages. 

Term 3   

Macbeth 

Inference and analysis of language and structure, as well as dramatic features. Contextual influences and writer’s intentions. Contextualisation of attitudes towards power and gender. Structures of Shakespearean writing in general. 

Term 4   

Macbeth cont.  and Travel writing 

Writing persuasively and via different forms (articles, speeches, letters etc.). Exploring the background and culture of different places and sharing information through transactional writing. Comprehension skills. Understanding Form, Role, Audience, and Purpose. 

Term 5   

Animal Farm by George Orwell 

Political and historical influences on texts. Social class and class commentary. Allegory and its purpose. Rhetoric and persuasion in speeches. Analysis and consideration of the writer’s wider choices. Building further cross-curricular links (History/Politics).  

Term 6 

Exams and Poetry – Multicultural.  

Exams & exam reflection 

Identifying and writing about evidence in further depth. Imagery and literary device development. Exploration of culture and identity in the UK and beyond. Attitudes towards minority groups and multiculturalism. Inference, analysis and effect on the reader. 

Year 9

 

Topic 

Learning Outcomes 

Term 1   

Of Mice and Men – John Steinbeck 

The Great Depression and its literary influence. Exploring marginalised characters and their wider function/message. ‘PQELSC’ skills – embedding context into answers. Creative writing from alternative perspectives.  

Term 2   

An Inspector Calls – J.B Priestley 

Exploring character development. Moral and ethical messages in literature. Dramatic methods in 20th Century literature. Considering social class and generational differences and how they are reflected through literature.  

Term 3   

The Woman in Black – Susan Hill 

Considering connotations and denotations. Gothic pastiche and how 19th C texts influence more modern novels. Creative writing and tension building. Considering women in literature – their depiction but also Susan Hill’s creation. Inference and deduction skills.  

Term 4   

 

 

Term 5 

  1. Love and Relationships poetry 

  1. ‘The Signalman’ by Charles Dickens 

a) Comparing two poems and based on the key themes of love and relationships. Reading for meaning. Analysis of language, structure, form. Contextual influences and different perspectives.  

b) Developing creative writing and short story structures. Developing understanding of horror/gothic genres. Creative writing embedded for preparation for Y9 exams (section B) 

Term 6 

Exams and Film Studies unit 

Exams and exam feedback. To critically interpret films and clearly express those interpretations orally and in writing. Demonstrating knowledge of the historical development and cultural impact of film as an art form. Engaging with questions of ethics and social issues. Analysing a range of cinematic visual styles. Developing evaluation skills – how effective is the director in achieving _______’.  

Years 10 & 11

 Year 10 

 

Topic 

Learning Outcomes 

Term 1   

  1. Creative Writing 

  1. Power and Conflict Anthology  

 

  1. Reading for meaning and approaches to unseen prose. Structuring responses and enhancing technical precision. Embedding a more ambitious and sophisticated vocabulary. Exploring 500 word stories and how to structure them effectively. Building character and setting. 

  1. Understanding the context of a poem and support the poem/poet’s wider message. To identify phrases which demonstrate meaning and wider ideas. To explore writers’ intentions and compare. To enhance analytical vocabulary.  

Term 2 

Lord of the Flies 

 

Discuss the role human nature plays in the novel. Understand the symbolic nature of characters. Explain how the novel functions as a loss-of-innocence story. Clarify the symbolism of the different boys and of various objects on the island. To be able to write high-level PQELSC paragraphs on themes/characters. 

Term 3 

  1. Lord of the Flies 

  1. Transactional Writing 

  1. Discuss the role human nature plays in the novel. Understand the symbolic nature of characters. Explain how the novel functions as a loss-of-innocence story. Clarify the symbolism of the different boys and of various objects on the island. To be able to write high-level PQELSC paragraphs on themes/characters. 

  1. To be able to write in a range of scenarios regarding form, role, audience, purpose. Exploring the conventions of a speech, article, and letter in particular. To consider rhetoric and high order ideas such as Pathos, Logos, and Ethos. 

 

Term 4 

Romeo and Juliet 

How do playwrights present themes/characters? Life in Elizabethan/Jacobean England and its impact on literature. Pathetic fallacy/symbolism and its wider function. Contextualisation of attitudes towards power, love and gender. Structures of Shakespearean writing in general. 

Term 5 

Romeo and Juliet 

Term 6 

  1. Power and Conflict Anthology 

  1. Speaking and Listening 

 

  1. Understanding the context of a poem and support the poem/poet’s wider message. To identify phrases which demonstrate meaning and wider ideas. To explore writers’ intentions and compare. To enhance analytical vocabulary. 

  1. To express sophisticated ideas in an articulate manner. To showcase a strong repertoire of vocabulary. Organising and structuring a presentation effectively. Working on charisma and strategies to engage the audience. Listening to questions and feedback and responding in a concise yet informative manner.  

 

Year 11

 

Topic 

Learning Outcomes 

Term 1   

Unseen Poetry 

To maintain a critical style and develop an informed personal response to unseen poetry. To be able to make textual references, including quotations, to support and illustrate interpretations. Analysing language, form, and structure and comparing poems and their wider ideas.  

Term 2 

Language Paper skills 

Identify and interpret explicit and implicit information and ideas. Select and synthesise and synthesise evidence from different texts. Explain and comment on and analyse how writers use language and structure to achieve effects and influence readers, using subject relevant terminology. Compare writers’ ideas and perspectives, as well as how these are conveyed across two unseen texts. 

Term 3 

Revision of key Literature texts 

 

Term 4 

Revision of Language paper disciplines. 

 

Term 5 

 

 

Term 6 

Pre-enrolment tasks for WG6 

 

Post 16 at WG6

Year 12 

 

Topic 

Learning Outcomes 

Term 1   

  1. A Streetcar Named Desire (Paper 1) 

  1. A Thousand Splendid Suns (Paper 2) 

 

Present a critical evaluative argument with sustained textual examples. Evaluate the effects of literary features with sophisticated use of concepts and terminology. Use sophisticated structure and expression. Exhibit a critical evaluation of the ways meanings are shaped in texts. Display a sophisticated understanding of the writer’s craft. Present a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Make sophisticated links between texts and contexts. Evaluate connections between texts. Exhibit a sophisticated connective approach with sophisticated use of examples.  

Term 2   

  1. A Streetcar Named Desire (Paper1)  

  1. A Thousand Splendid Suns (Paper 2) 

Term 3   

  1. Poems of the Decade and Unseen Poetry (Paper 3) 

  1. Wuthering Heights (Paper 2) 

Present a critical evaluative argument with sustained textual examples. Evaluate the effects of literary features with sophisticated use of concepts and terminology. Use sophisticated structure and expression.  

Exhibit a critical evaluation of the ways meanings are shaped in texts. Display a sophisticated understanding of the writer’s craft.  

Evaluate connections between texts. Exhibit a fully integrated approach with sophisticated use of examples. Exhibit a sophisticated connective approach with sophisticated use of examples. 

 

Term 4   

  1. Poems of the Decade and Unseen poetry (Paper 3) 

  1. Wuthering Heights (Paper 2) 

Term 5   

 PPE preparation (half of Paper 1, half of Paper 3, a whole Paper 2) 

 

Term 6   

  1. Coursework introduction 

  1.  

show knowledge and understanding of a variety of strategies for reading texts, including reading for detail of how writers use and adapt language, form and structure in texts ● show knowledge and understanding of ways to interpret and evaluate texts independently and in response to interpretations by different readers ● show knowledge and understanding of the contexts in which texts have been produced and received and understanding of how these contexts influence meaning ● show knowledge and understanding of a range of literary texts and make connections and explore the relationships between texts ● show knowledge and understanding of the ways texts can be grouped and linked to inform interpretation ● identify and explore how attitudes and values are expressed in texts ● communicate fluently, accurately and effectively their knowledge, understanding and evaluation of texts ● use literary critical concepts and terminology with understanding and discrimination ● make appropriate use of the conventions of writing in literary studies, referring accurately and appropriately to texts and sources ● make connections and explore the relationships between texts. 

Year 13

 

Topic 

Learning Outcomes 

Term 1   

  1. English Romantic Verse (Paper 3) 

  1. Othello (Paper 1) 

Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer’s craft. Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and contexts.  

Applies a sustained evaluation of different interpretations and alternative readings of texts. This is supported by sophisticated use of application of alternative interpretations to illuminate own critical position.  

 

Term 2 

  1. English Romantic Verse (Paper 3) 

  1. Othello (Paper 1) 

Term 3 

PPE Preparation and revision.  

 

Term 4 

A level exams 

Revision and final exam preparation 

Term 5 

A level exams 

Revision and final exam preparation 

Term 6 

 

 

 

Related careers

The major strength of success in English is the ability to communicate effectively, both orally and in writing. Good communication is vital in all careers and a high level is expected by employers in all professions.

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